7. Graphing Sine and Cosine curves 2-days
Day 1: Students will fill in the K and W part of a KWL and hand it in. We will then graph the basic sine and cosine curve explaining each part(amplitude, frequency and period and how to mark the axes of the graph). At the end of the period it is discussed what questions have allready been answered and what will be done the next day.
Day 2: We will be graphing problems changing the amplitude frequency and period and discussing the break down of the quadrants for graphing. At the end of the class students then filled out the L part and we discussed what they learned.
8. Definitions as Biconditionals
Students will take definitions of words that they have previously defined and pull out the hidden conditional, the converse and finally re-writing as a biconditional to show how each definition can be used in any order in proof.
9. Proof Vocabulary 2Days
As the students DO NOW I put a word splash up on the board and has the students put the word into three categories, I know, I think I know and I have no idea. The students were then given a textbook to look up terms that they did not know and words they thought they knew. The homework was that the students would define the rest of the words. The next day we went over all the definitions and decided on the mathematical definitions and organized them into a chart.
10. Fly Swattin' Fun
Students will break off into teams two teams. The first person on each team goes head to head listening to a definition. After the question is completed these students then grab a fly swatter and the first person who swats the correct vocabulary word wins the point.
11. Reflections
Every one to two weeks I give students progress reports and have them write a reflection about their grades and what they can do to improve their grades.
12. Pass back problem
Students will be in rows of 4 or 5 students. The first student will be given a problem to read and highlight the important information and the student will then write down the important information that they highlighted. The student will then pass this information to the student behind them who will then assign variables to the important information. They will then pass the problem back and the next student will then write the equation and pass the problem back. The next student will then solve the problem and the last student will present. If a student at any point feels that they are missing information they will pass the problem back up for correction.
13. Tea Party
The students will be given a proof or problem that is cut into pieces and out of order and the students will be asked to put the problem back in order(in groups). This can also be done as a pre-lesson where the students will go back and correct the information.
14. Think pair share
Students will do a probability activity that will lead us into the study of statistics. The problem will be discussed and bias will be introduced. Students will then be given a problem that is too large to solve. Ex) finding the height of all high school students in the state. Students will then brainstorm ideas on how they can do this, what would bias the activity? Students will then pair with another and share their answers.
15. Interactive notebook
I will be using this next year as an alternative assessment for each quarter. The right side of the notebook will be used for teacher generated notes, examples etc. Students will then be given the left side to create their interpretation of the work using poetry, letter writing, pictures etc. I will do one example of each of these with the students and later give them freedom to choose which assessment they will use for each lesson and it must be varied. I will also use this as a tool to get students to write notes independently without teacher writing down everything.
16. Stick notes
Nearing the end of a unit before we review students are given a sticky note to write down questions that they still have for the unit and are asked to put these notes on the side board. At the end of the day I then go and organize the notes by category. This gives the students a chance to focus on the topic and see where other students have questions. It also gives me an opportunity to know what part of the unit I need to review.
17. Graphic organizers
Graphic organizers are used for a variety of reasons in math. Besides the Venn Diagram I have used flow charts to show relationships between the quadrilaterals when we are doing coordinate geometry proof.
18. Collaborative Questions
Since many times in math there are more than one way to find the solution to a problem collaborative questions is a strategy that can be used. Students would be given a question to read and write down their questions and interpretations. The students would then pair up with another student in the class to answer the questions together.
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7. Graphing Sine and Cosine curves 2-days
Day 1: Students will fill in the K and W part of a KWL and hand it in. We will then graph the basic sine and cosine curve explaining each part(amplitude, frequency and period and how to mark the axes of the graph). At the end of the period it is discussed what questions have allready been answered and what will be done the next day.
Day 2: We will be graphing problems changing the amplitude frequency and period and discussing the break down of the quadrants for graphing. At the end of the class students then filled out the L part and we discussed what they learned.
8. Definitions as Biconditionals
Students will take definitions of words that they have previously defined and pull out the hidden conditional, the converse and finally re-writing as a biconditional to show how each definition can be used in any order in proof.
9. Proof Vocabulary 2Days
As the students DO NOW I put a word splash up on the board and has the students put the word into three categories, I know, I think I know and I have no idea. The students were then given a textbook to look up terms that they did not know and words they thought they knew. The homework was that the students would define the rest of the words. The next day we went over all the definitions and decided on the mathematical definitions and organized them into a chart.
10. Fly Swattin' Fun
Students will break off into teams two teams. The first person on each team goes head to head listening to a definition. After the question is completed these students then grab a fly swatter and the first person who swats the correct vocabulary word wins the point.
11. Reflections
Every one to two weeks I give students progress reports and have them write a reflection about their grades and what they can do to improve their grades.
12. Pass back problem
Students will be in rows of 4 or 5 students. The first student will be given a problem to read and highlight the important information and the student will then write down the important information that they highlighted. The student will then pass this information to the student behind them who will then assign variables to the important information. They will then pass the problem back and the next student will then write the equation and pass the problem back. The next student will then solve the problem and the last student will present. If a student at any point feels that they are missing information they will pass the problem back up for correction.
13. Tea Party
The students will be given a proof or problem that is cut into pieces and out of order and the students will be asked to put the problem back in order(in groups). This can also be done as a pre-lesson where the students will go back and correct the information.
14. Think pair share
Students will do a probability activity that will lead us into the study of statistics. The problem will be discussed and bias will be introduced. Students will then be given a problem that is too large to solve. Ex) finding the height of all high school students in the state. Students will then brainstorm ideas on how they can do this, what would bias the activity? Students will then pair with another and share their answers.
15. Interactive notebook
I will be using this next year as an alternative assessment for each quarter. The right side of the notebook will be used for teacher generated notes, examples etc. Students will then be given the left side to create their interpretation of the work using poetry, letter writing, pictures etc. I will do one example of each of these with the students and later give them freedom to choose which assessment they will use for each lesson and it must be varied. I will also use this as a tool to get students to write notes independently without teacher writing down everything.
16. Stick notes
Nearing the end of a unit before we review students are given a sticky note to write down questions that they still have for the unit and are asked to put these notes on the side board. At the end of the day I then go and organize the notes by category. This gives the students a chance to focus on the topic and see where other students have questions. It also gives me an opportunity to know what part of the unit I need to review.
17. Graphic organizers
Graphic organizers are used for a variety of reasons in math. Besides the Venn Diagram I have used flow charts to show relationships between the quadrilaterals when we are doing coordinate geometry proof.
18. Collaborative Questions
Since many times in math there are more than one way to find the solution to a problem collaborative questions is a strategy that can be used. Students would be given a question to read and write down their questions and interpretations. The students would then pair up with another student in the class to answer the questions together.